This document discusses a vision for administering a secondary school. It emphasizes the importance of strong leadership, with the principal serving as both an instructional leader and a collaborative leader. Effective discipline is also highlighted, with an emphasis on preventative approaches like clear rules, adult supervision, and intervention programs. The goal is establishing a positive school environment and addressing the root causes of problems, rather than just punishing misbehavior. Overall it presents a holistic vision of a principal supporting learning through leadership, instruction, community involvement, and positive discipline.

1. University of Northern Iowa
University of Northern Iowa
UNI ScholarWorks
UNI ScholarWorks
Graduate Research Papers Student Work
1997
A vision for the administration of a secondary school : a reflective
A vision for the administration of a secondary school : a reflective
essay
essay
Steve E. Dodge
University of Northern Iowa
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Copyright ©1997 Steve E. Dodge
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2. A vision for the administration of a secondary school : a reflective essay
A vision for the administration of a secondary school : a reflective essay
Abstract
Abstract
In order to keep a school running smoothly today administrators must be able to perform a wide variety of
jobs effectively. The key role that any principal must play is that of a leader. The ability to lead determines
how effective an administrator will be in carrying out all of the other roles. The leadership of a school's
instructional program is an area in which the principal has perhaps the greatest potential to influence the
largest number of people. Through this role one impacts all programs of the school.
This open access graduate research paper is available at UNI ScholarWorks: https://scholarworks.uni.edu/grp/557

3. A VISION FOR THE ADMINISTRATION OF A SECONDARY SCHOOL:
A REFLECTIVE ESSAY
A Research Paper
Presented to
The Department of Educational Leadership,
Counseling, and Postsecondary Education
University of Northern Iowa
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
by
Steve E. Dodge
May 1997

4. This Research Paper by: Steve E. Dodge
Entitled: A VISION FOR THE ADMINISTRATION OF A SECONDARY SCHOOL:
A REFLECTIVE ESSAY
has been approved as meeting the research paper requirements for
the Degree of Master of Arts in Education.
3-/s/<;7
D~)6Apf,roved
3-S-97
Date Received
Date Received Head, Department o£'onal Leaders
Counseling, and Postsecondary Education
Dale R. Jackson
Robert H. Decker
Michael D. Waggoner

5. 1
In order to keep a school running smoothly today administra,tors
must be able to perform a wide variety of jobs effectively. Some are more
obvious than others. As a high school student one sees the principal
doing only a few duties, such as introducing people at assemblies,
monitoring the halls or visiting classrooms. As one takes on the role of
being a teacher, more duties of the school principal come into view. One
is soon aware of the principals role of evaluator and the principals role of
organizing and running the school becomes more clear. What a
principal actually does becomes even more clear as one begins courses
in educational administration.
The key role that any principal must play is that of a leader. The
ability to lead determines how effective an administrator will be in
carrying out all of the other roles. The leadership of a school's
instructional program is an area in which the principal has perhaps the
greatest potential to influence the largest number of people. Through this
role one impacts all programs of the school.
As a beginning administrator, I will most likely start out in the
capacity of an assistant principal. This in most cases means that I will be
responsible for discipline in a school. For this reason I have included an
emphasis on effective discipline. Discipline often sets the tone for the
entire school. Two other areas of responsibility for administrators are
curriculum and evaluation of employees. Both of which can be seen as
ways to impact the instructional program.

6. 2
Leadership
My view of a successful principal has broadened greatly as I have
progressed through the masters program in administration. I began by
viewing the principal primarily as a disciplinarian, now I see the added
roles of visionary leader, instructional leader, curriculum coordinator, and
evaluator. The primary impact of the masters program for me has been to
open my eyes to the many jobs that a school principal.must do in order to
be successful. The key to carrying out all roles successfully is
leadership. This is also one area which has changed greatly in the last
few decades. School administrators traditionally relied on the hierarchal
style of leadership. Today in order to carry out the many roles of an
administrator one must become what is called "a 'strategic executive,' a
leader who appropriately blends vision, appraisal, and action" (Guthrie &
Reed, 1991, p. 1). One must be able to appraise conditions both internal
and external to the organization and than choose courses of action which
fit with the organization's vision. In order to have the support system
needed to make the tough decisions one must involve others. In order to
reach all students one must involve others and in order to build a team
concept in a school building and district one must involve others. To gain
the needed involvement a new leadership style is required. Today's
school administrators must be collaborative leaders. The traditional
hierarchal leader will find his or her style coming up short when facing
the many challenges of maintaining a successful educational program

7. today. There is too much to know and do. A leader needs to draw upon
the resources of all school personnel and community members by
becoming a collaborative leader.
3
Stephen Covey's (1989) goal of achieving a win-win situation
whenever possible fits with the goal of being a collaborative leader. The
Institute for Educational Leadership has issued a list of the qualities and
skills of collaborative leaders. This document provides key guidelines for
effective leadership. In order to be a collaborative leader one must listen
and communicate effectively throughout an organization and into the
entire community. Bridges must be built between the school and a
variety of community organizations in order to find solutions to the difficult
issues many schools face today. Such coordination of community
services requires vision. Collaborative leaders must be able to see the
opportunities presented and be able to take advantage of them.
Collaborative leaders are also motivational and empower others to
pursue the organizations vision. In order to build a commitment to a
common vision collaborative leaders must be skilled at group processing
skills. They must be able to improve communication among different
groups of people and get them involved and committed to the group's
vision (The Institute For Educational Leadership).
If an administrator is an effective leader, that administrator will be
able to move the school to become effective at carrying out its mission
and satisfying community goals for their educational system. All the
knowledge in the world will not make a difference if an administrator
could not put that knowledge to work. Knowledge of good practices is

8. certainly necessary to guide the effective leader but knowledge can.not
do it alone. Leadership must exist in order to put ideas to work.
Therefore, I feel that leadership skills are the glue that binds together, in
a useful form, all the knowledge needed for carrying out an effective
principalship.
Instructional Leader
The duties of an administrator varies by school also. My first two
years of teaching were at a large urban high school. From my
experiences there I did not see the principal as an instructional leader.
Each major subject had department heads who performed the role of
instructional leader. Plus, there were subject area specialists who
advised all teachers of a particular subject throughout the district. With
such specialized staff the principal's role as instructional leader was
much more limited than what I see the principal doing in the school I am
teaching in now. This school is about a third of the size of the first high
school. The district does not have department heads or specific subject
area specialists to guide teachers. In such a situation I see the
principal's role as instructional leader being much more important. I am
sure that the principal in the large school gave some instructional
guidance to the department heads in their weekly meetings, but at a
smaller school I see the principal as having much more of an impact on
what is taught and how things are taught.
After taking classes in educational administration my views of the
principals role as instructional leader have changed the most. I feel this
is because so much of how a principal influences instruction is done
4

9. behind the scenes. Through the hiring of staff, the scheduling of
students, the evaluation of staff, and the simple act of putting an article
about a new teaching method in a teachers box, principals are having
some impact on instruction, yet their role is behind the scenes.
5
I have gone from not recognizing the principal as an instructional
leader to seeing it as perhaps the most important role of principals. By
encouraging, engaging, and stimulating instructional techniques,
administrators can influence the school climate, discipline, school and
community relations, and exhibit a clear vision of leadership. This relates
to why I intend to become a high school administrator. When one does
the job well many lives are impacted. If the principal is a successful
leader more students will leave high school with a strong interest in
learning and a respect for education which they will pass on to their
children.
Discipline
One does need a knowledge base in order to use one's
leadership skills. Through the course work in this master's program, I
have gained insight and developed visions of what I see as effective
strategies for carrying out the many roles of the principal. The role of
disciplinarian is seen by most to be an important role of the principal,
especially in schools which do not have much discipline. Student
discipline has an impact on all aspects of the school. Before learning
can take place the proper environment must be in place. Students can
not hope to have education as their primary goal in a school in which
they fear for their lives or are continually harassed.

10. 6
The school administrator can have a major impact on discipl,ne in
a school. The way discipline problems are handled can set the tone for
the entire school. Discipline is especially important to beginning
administrators since many will start out as a vice principal in charge of
discipline. Administrators must be knowledgeable about current trends
and successes in running an orderly school. By keeping a handle
on student behavior, a learning environment where all students can
succeed becomes much easier to achieve. The first step in establishing
a well disciplined student body lies with the school environment. There
is a growing body of research showing that the primary determinant of
the effectiveness of a discipline policy is a healthy relationship between
school and student (Gushee, 1984). Lufler argues that, ... "the debate
over discipline has been guided by an incorrect analogy between school
discipline and criminal justice" (as cited in Gushee, 1984, p. 2). Such an
analogy has caused schools to blame students for problems which in
many cases may originate in the school environment. Gottfredson and
others, studying six middle schools in Charleston, South Carolina found
that students lost 7,932 instructional days to in-school and out-of-school
suspensions in a single academic year (as cited in Gaustad, 1992). In
this case the punishment may have actually impacted education more
than the crime. In analyzing data from over 600 secondary schools in the
United States Gary Gottfredson and Denise Gottfredson found that the
following school characteristics were associated with discipline
problems: Rules were unclear or perceived as unfairly or inconsistently
enforced; students did not believe in the rules; teachers and

11. 7
administrators did not know what the rules were or disagreed on th~
proper responses to student misconduct; teacher-administration
cooperation was poor or the administration inactive; teachers tended to
have punitive attitudes; misconduct was ignored; and schools were large
or lacked adequate resources for teaching (as cited in Gaustad, 1992).
After reviewing dozens of studies on student behavior Daniel
Duke finds similar patterns. Duke notes that orderly schools balance
clearly established and communicated rules with a climate of concern for
students as individuals and small alternative schools often maintain
order with fewer formal rules and a more flexible approach to violations
than large schools typically have (as cited in Gaustad, 1992).
Preventative discipline.
The research shows that school climate and available school
activities have a profound positive impact on school discipline. Effective
school management has moved from the principal being the stern
enforcer to the principal being a facilitator of teacher initiated discipline
throughout the entire building. Today, well-disciplined schools would
rather "catch students doing something right" than catch them doing
something wrong" (Heller, 1996, p. 2). Common sense and some
research promotes the argument that prevention is the best method of
improving school discipline. One of the most effective forms of
prevention is to just "...make sure that every child and teen is in contact
with adults who care about them, who mentor them and who help them
connect to society..." (Sautter, 1995, p. K12). Schools have tried a wide
range of intervention strategies to accomplish such a goal. Students

12. 8
must feel that they have an attachment to the school. When students are
involved with the school and find it enjoyable and interesting discipline
problems are reduced dramatically. Schools with successful intervention
programs have a wide range of activities which are available and can be
applied to best fit the needs of the student.
One example of successful intervention strategies can be seen at
Monroe-Woodbury Senior High School in Central Valley, New York. The
school has implemented a wide variety of programs. An Anger
Management Seminar helps students find appropriate ways of dealing
with anger. Their Human Understanding and Growth Program (H.U.G..)
covers adolescent development and focuses on decision-making skills.
The Partners Acting as Instructional Resources Program teams faculty
members with students who are having problems with school. Student
conflicts are dealt with through a peer mediation program where student
mediators work with faculty facilitators to reach a solution. Guidance
counselors, a social worker, a psychologist, a student assistance
counselor and a nurse practitioner all work together to offer students
counseling opportunities and monitor students who might need
assistance. Having such a variety of options for students to turn to, offer
programs that fit many needs. Further, the school conducts a periodic
review of its discipline code with students, parents, staff, and interested
community members all serving on the review committee (Heller, 1996).
Staff development is used in the school to make current information on
student management available to employees. Student awareness
sessions are held as workshops for the entire school on acceptable

13. problem-solving alternatives. To reinforce the schools commitment to a
safe environment the staff make themselves visible.
Getting to the heart of the problem.
9
Studies of successful discipline programs reinforce what Monroe-
Woodbury Senior High School is doing. Multiple studies call for the
need of clear behavior standards which are developed with student and
community input, adequate adult supervision and presence, partnerships
with outside agencies, and a student support network with staff members
who have a clear understanding of their role.
Another example of what schools can do to get to the root of
discipline problems rather than just treating the symptoms is a pilot
counseling program called "Beat It" at Menchville High School in
Newport News, Virginia (Gorton & Thierbach-Schneider, 1991 ). Any
student who was assigned in-school suspension was either assigned to
an experimental group, which went through the trial counseling program,
or a control group which received no counseling. The counseling
sessions were aimed to help students get more direction, purpose, and
meaning in their lives. Topics addressed included such things as self-
confidence, setting goals and developing plans of action, making
students feel worthwhile, developing enthusiasm, and helping students
find areas of their life which they need to work on improving. The results
of the trial showed the value of such counseling sessions. After 27
weeks the students from the control group were 15 times more likely to
be referred to the principals office for discipline problems, 13 times more
likely to be returned to in-school suspension, more likely to be

14. 10
suspended out of school and more likely to repeat the same behavior
which got them put into in-school suspension in the first place (Gorton &
Thierbach-Schneider, 1991 ).
Such programs play an important role in getting at the cause of the
discipline problem and helping students to deal with what is causing
them to act out. Administrators should seek to diagnose the causes of
discipline problems rather than just addressing behaviors which are
symptoms of a larger problem. The time and effort expended in
diagnosing and working for solutions to the causes of discipline
problems will be great, but one must consider the alternative of continued
time spent dealing with the same discipline problems over and over
again.
More punitive forms of discipline.
Once a positive and supportive school environment has been
created the school should see a reduction in discipline problems. There
will still be some students who continue to disrupt the education process.
The cause of the problem for such students may be the school structure
or home environment. An alternative school or a school program
emphasizing career preparation programs may address these student's
needs. Administrators have a much more difficult time effecting a
student's home environment. This is where school and community
agency partnerships become valuable. The administrator might be able
to see if the student's parents are getting the social service support they
might need. Some students though will continue to create problems.
The goal of the nonpunitive measures mentioned is to reduce the

15. 11
number of students who misbehave. For those students who continue to
disrupt the educational process more punitive measures may be needed.
This is where a school's discipline policy comes into play. The purpose
of the school's discipline policy should be to inform students of their
rights, responsibilities and consequences for not choosing to become a
productive student. All students should be made aware of expectations
at the start of the year and throughout each school year. A school's
discipline policy is one part of such a process. It should inform the reader
of the school board's discipline philosophy, place responsibility for policy
enforcement and specify offenses and state their seriousness (Gushee,
1984). It is the foundation for ensuring fair and consistent discipline.
A variety of schools have created special programs to address
increasing problems of violence. The best program is always prevention
through strategies already mentioned, but when more drastic measures
are called for several effective examples exist. At Henry Foss Senior
High School in Tacoma, Washington, a zero policy against fighting was
adopted in response to increasing violence (Burke & Hubert, 1996).
Anyone fighting would be removed permanently from the high school.
The policy was communicated clearly and often to students and parents.
The policy was found to have a dramatic effect on violence at the school.
During the 1989-90 school year, 133 fights or assault-related incidents
were reported; during the 1990-91 school year 195 incidents were
reported; and during the first semester of the zero tolerance policy, twelve

16. 12
incidents were reported. The policy continued to have a lasting effect.
During the 1992-93 school year, four incidents were reported and during
the 1993-94 school year, three incidents were reported.
The previous example illustrates how a school might successfully
deal with discipline problems as they arise. In order to prevent such
problems from becoming larger than they need be a school should have
plans in place to deal with violence and emergency situations. Every
school should have a comprehensive plan in place to deal with violent
situations. Students who have a history of violent behavior should be
identified early and professional care for such individuals should be
obtained. No one person can make a school safe. Staff, student, and
community partnerships are vital to generating solutions to a school's
problems. To plan for a safe school some initial assessment is needed.
Heller (1996) suggests inviting in local police and the fire department to
assess a building's environment for safety and security. Alarm systems,
lighting, video surveillance of isolated areas and parking are all things
which should be considered. In order to better control building access
only one or two entry points should be established; other doors should
be for exit only. Reports should be kept on truancy, fighting, weapons in
school, drug and alcohol involvement, vandalism and other behavior
problems in order to determine how best to spend one's resources.
Several steps are necessary for schools to effectively deal with the
discipline problems they face today:
1. Focus on the prevention of problems. Every effort should be
made to diagnose the cause of the problem and to find a solution.

17. 13
Counseling programs may help students resolve some of the issues.
causing them to act out. Schools need to establish a caring and
supportive atmosphere for all students. Some students may respond
best to a different environment. Alternative schools or vocational
education programs may address their needs. Others may be affected by
their home environment. The school should try to help such students as
best they can through counseling and working with community service
agencies to address student problems.
2. Have a clear and well known discipline policy which has been
created with varied input, and is supported by the entire staff.
3. Have tough punitive punishments for those students who
continually cause serious discipline problems.
4. Be prepared for the worst. All schools should have an
emergency preparedness plan which has provisions for acts of violence.
Curriculum
One of the first steps to establishing a well disciplined school is to
have a school which has a relevant and up-to-date curriculum which
meets the needs of all students. Meaningful change or reform in our
schools must begin in the classroom. Change in curriculum has the
greatest impact on student achievement. Lasting and successful change
should involve the building of coalitions including parents, teachers,
community members and administrators. Such coalitions help guide the
change process through the politics of school reform. An administrator is
vital in any change involving curriculum (McNeil, 1996). Often we
overlook how an administrator can influence curriculum. Administrators

18. 14
have an impact on curriculum through staffing, supervision, having an
open mind, scheduling, and the allocation of resources that facilitate the
enactment of curriculum. In order to effectively carry out these roles one
must have an understanding of the current trends in curriculum. Today
there is an emphasis on preparing students for the work place, blurring
the distinctions between subject areas and adding certain outcomes
which all students must meet.
Tech Prep And School-to-Work
One reform which is at the forefront today is Tech Prep and
School-to-Work. Both come from federal legislation passed in the early
1990's. The goal is to better address the needs of the 62% of high
school graduates who don't go on to a university after high school
(Dutton, 1995). Guidance counselors are key people in both programs.
They help students early in their high school years to choose a career
cluster and pathway. Once students have chosen their career pathway
they begin to explore that career cluster as a part of their high school
curriculum. One of the keys to implementing a Tech Prep and School-to-
Work program is articulation between high school and post-secondary
school programs (Cuetara, 1995). In order to make the curriculum
relevant, partnerships between the school and businesses are vital.
see such programs as being very promising. They will help to make high
school more relevant for many students who are left out today. I am
concerned that with such an emphasis on career education we might

19. forget the citizenship function of schools. Schools serve a variety of
purposes and anytime we place too much emphasis on one we risk
compromising the others.
Interdisciplinary Teaching
15
Schools everywhere are blurring the lines between subject areas.
The strong emphasis on separate subject areas at the high school level
make interdisciplinary and integrated teaching slower to catch on. The
Tech Prep and School-to-Work movement is moving curriculum in this
direction. Curriculum is centered around career clusters rather than the
traditional subject areas (Banick-Wacker, 1995). Many schools have
also begun to explore some problem or topic with each subject area
contributing to the understanding of the overall topic. The key to moving
in this direction is to get a few interested teachers started and have the
others follow as they see the successes.
One thing that Tech Prep and School-to-Work and interdisciplinary
learning have in common is applied learning. In order to appeal to a
variety of learning styles one needs to vary instructional methods
(Armstrong, 1994). Applied learning is learning by experience. Studies
have proven that the most lasting learning comes in this form. If this is
the best way of learning the next step is to determine what to teach.
Outcomes-Based Education
Many school districts have been establishing outcomes which all
students must achieve. The purpose of such outcomes is to determine
what is to be taught. The process has generated some controversy in
certain communities. The ideas behind Outcomes-Based education

20. would not be objectionable to most people. The goal of OBE is to set
specific goals for student learning and testing to help students meet set
goals (Fitzpatrick, 1994). The objections come in deciding what will be
the desired outcomes. In order to effectively use OBE, educators
must build community support for the outcomes (Chion-Kenney, 1994).
They must come from a grassroots level.
16
Clearly there are a variety of movements in curricu'lum today, as
always. The current trends seem to stress career based education and
applied learning most. The best course of action I feel is too take parts of
all ideas and create a system which best addresses the needs of one's
students.
Evaluation
One of the most effective ways that a principal can ensure that new
curriculum methods are being experimented with and implemented to
meet changing student needs is through the evaluation process. Most of
. the evaluators I experienced felt as if it was something that had to be
done, none seemed to enjoy doing it, and none seemed to do it
effectively. In my experience the process focused too much on the
districts checklist and not enough on continual improvement. We all want
to see everything checked as exceeding district expectations, but many
times if this happens I think it is the evaluators way of avoiding having to
provide evidence as to why one category may still need work. This is
especially true for successful teachers. I have made entries in my journal
noting that the evaluation process would be much more meaningful if the
administrator had the teacher think more reflectively. I always thought

21. 17
that having the teacher setting goals and evaluating their progress would
.be a major improvement in the evaluation process.
:Theoretical Background
I feel most comfortable with the Developmental and Reflective
Models discussed in Pajak (1993), particularly the model of Costa and
Garmston. Pajak states that Costa and Garmston "... concentrate almost
entirely on the practical matter of how supervisors can guide teachers
toward conscious understanding and control of their actions in the
classroom to attain desirable learning outcomes for students" (as cited in
Pajak, 1993, p. 234). I view evaluation as a tool for improving teaching
first and evaluation second. There is little in a school which would have
a bigger impact on kids than to help all abilities of teachers in a building
improve instruction. In most cases the teacher knows what they need to
work on. They just need encouragement and direction. The evaluation
process is a key opportunity for such support.
Trust
The first step an evaluator should take is to build trust. One must
have a trusting relationship in order to work cooperatively with teachers
on identifying areas for improvement. When an administrator has not
built a trusting relationship with his or her staff, the staff will be suspicious
of the administrators intentions. This is especially true when an
administrator has removed teachers whom he or she saw as being
ineffective. Every effort should be made to remedy a teacher's
ineffectiveness. If one fires someone they not only ruin someone's
career, they also burn many bridges. Many staff members will not feel

22. 18
the same way about that administrator ever again. Active work at
remediation demonstrates to the staff that the administrator is committed
to helping everyone reach their highest potential. If remediation does not
work, one has only built a better case for use in dismissing that teacher.
Involving Teachers
The key to successful teacher improvement is teacher
involvement. Collaboration is a key word today, that also applies to
evaluation. The best way to sell an idea is to get the stakeholders
involved in forming that idea. This is where a professional improvement
plan comes in. Each year teachers should fill out a plan listing what key
areas they want to work on and their plan to reach set goals. We spend
time setting building and district goals; there is no reason why those most
close to students should not set goals and have improvement plans. The
key to such plans is to have the teacher create the plans. Change is only
going to come if the teacher decides to make the change. If the teachers
create the plans themselves and the administrator shows that he or she
is going to hold them to such a plan, improvement will be made.
Too many times the evaluation process becomes a low priority for
administrators. Yet it can have a great impact on students by improving
instruction. By involving the teacher more and making the evaluation
process more reflective, the process can be made more meaningful. If
teachers are encouraged to critique themselves and seek ways to
improve, the quality of education will improve. One cannot force
someone to do something. If one is able to get that person to see that
they need to change than change will come much more easily. Such a

23. system of evaluation will be especially valuable in getting effective
teachers to continue to stretch their potential and recognize their high
quality. We can all improve on what we do.
Vision of an Effective Administrator
19
What is an effective administrator? This is a key question which all
administrators should be able to answer. The answer should be the goal
that all administrators strive for. I see the effective administrator as
someone who is able to create a trusting, supportive and collaborative
learning environment. Just as there is a blurring of the lines between
different departments in curriculum today, .there should be a blurring of
lines between the traditional role of administrators, counselors, teachers,
community members, parents, and students. In the classroom of the
future the teacher will not always be the one doing the teaching. The
"teacher'' may be a community member, a person from another country
speaking to the class over the internet, or the students themselves as
they discover knowledge under the direction of a teacher. Roles are
changing. The role of the administrator is changing also. Building on the
idea that it takes "a whole village to raise a child", the administrator will
need the collaborative leadership skills to bring a variety of community
resources together to form an educational program which meets the
needs of the community and which has the community support needed
for success. Curriculum must be developed which will meet the needs of
the future and address the needs of all students. Teaching methods
which meet all learning styles will need to be common place ensuring
that all students are involved in the learning process.

24. 20
Such changes will help work to prevent much of the disruption
caused by the students who are not at school to learn by interesting such
students in the educational process. The administrator of the future will
not just punish students but will seek out the causes of their actions in
order to gain more long term solutions. Community service agencies will
be brought in to team with school personnel in trying to stop cycles of
behavior and actions which continue to destroy families' and children's
futures. The future administrator must have the skills to bring such
diversity of solutions together into an effective educational program. The
true challenge restwith getting others to see one's vision and also
realizing what contributions others can offer in coming up with a common
vision for a school. Those who succeed will find their rewards in the
many lives which will be improved. An effective administrator has the
opportunity to impact the lives of every student that sets foot inside the
school.

25. References
Armstrong, T. (1994) . Multiple intelligences: Seven ways to
approach curriculum. Educational Leadership. 52 (3) , 28-30.
21
Banick-Wacker, G. (1995) . Enhancing career development for all
students through tech prep/school-to-work. NASSP Bulletin, 79 (575) ,
1-9.
Burke, E, & Herbert, D. (1996) . Zero tolerance policy: Combating
violence in schools. NASSP Bulletin, 80 (579) , 49-54.
Chien-Kenney, Linda. (1994). Negotiating the challenge of
outcome-based education. The School Administrator, 51 (8), 8-19.
Covey, S. 7 Habits of Highly Effective People. New York: Simon
& Schuster.
Cuetara, Paul. (1995). Tech prep/school-to-work: A holistic
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